We have found that beginning a piece with a singable, memorable way is an effective method to help young composers get started. What do you think of this approach? Have you other thoughts or ideas about ways in which students could get started?

For example, for a long time I've thought about discerning between "melody" and "motive" as a way for students to think more small scale.

Yes that distinction is great - they can think of it as breaking down their melody into pieces like taking apart blocks. Or they can think of motives as words in the "sentence" of the whole melody. What is the sentence saying?

So far this year I've incorporated both AQWERTYON, Orff Instruments, other classroom instruments and PlayPad Pro for kids to explore melodic motion just before the begin to notate their music in Noteflight.

Starting with melody for students who may or may not have experience in reading or writing music, is a great idea. It’s a difficult process to inspire students “how to compose”. This year, I was very lucky in the sense that I was asked to write my own curriculum, and a big part of the curriculum that was missing in my district, was time for students to create. I’ve written a curriculum that focuses on a creative project at the end of each unit, along with a presentation/performance. When it comes to writing or composing, I like to start of with asking students to brainstorm about what they want the piece to sound like, or what do you want to feel when you hear this song. I think some of my younger students need this step to have a focus. Then I would set up stations around the room of Orff instruments and keyboards, and lets students experiment; unknowingly they will create a melody. Based on the student, I would guide them in an individually to the next best step to their composition/ songwriting.

The biggest issue for my students is coming up with the initial melodic idea. To encourage their imagination, small melodic idea generators, produced by Adriana Janse van Rensburg have helped my students find a path to that initial melodic idea. This past week, we used a process known as "secret codes" to use the letters of the child's first and last name to produce the first part of the melody. This was great fun as we actually had a code key to determine what musical letter would correspond with their name. The rhythm was easy after the kickstart for melodic ideas. Beginning and getting off dead center is always the issue with my students.

Great ideas @pianojodie! I'm very supportive of any process that helps kids develop something -wether a melody or another musical concept. They then have something of their own to edit and analyze. Could you say more about what you mean by "dead center?" This is interesting...

Let me to be a little more clear about the term "dead center". This is a point in machinery also called the dead point. (in a reciprocating engine) either of two positions at which the crank cannot be turned by the connecting rod, occurring at each end of a stroke when the crank and connecting rod are in the same line. This might be an intermountain West term, but it means that you just can't get yourself in the creative zone. You can't get the creative wheels turning. The code map we developed in the studio was to write out the alphabet and then below the alphabet, we wrote the musical alphabet until each letter name had a musical letter name attached. This allowed us to use, in more practical terms, a C major scale over and over again until each alphabet letter had a musical letter attached. This created some interesting motives but it did get kids " off dead center".The students in my independent music studio come twice a week for music instruction. Once for private lessons and a second time for group digital keyboard ensemble and music theory. This year, we are using our music theory skills to create and compose. The eight children in my Wednesday group are Fourth, Fifth and Sixth Graders. My Thursday group of four are Third and Fourth Graders.The Wednesday group is at the Associated Board of the Royal School of Music theory Grade 3 level. The Thursday group is just beginning grade 1.